The Impact Students’ Preferences Have on Written Corrective Feedback Effectiveness
ABSTRACT: Although written corrective feedback (WCF) has been shown to promote linguistic accuracy among L2 learners, the debate regarding its effectiveness remains open due to differing results. In this respect, individual preferences have been identified as crucial factors that must be comprehensi...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal de Minas Gerais
2024-11-01
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| Series: | Revista Brasileira de Linguística Aplicada |
| Subjects: | |
| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982024000400107&lng=en&tlng=en |
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| Summary: | ABSTRACT: Although written corrective feedback (WCF) has been shown to promote linguistic accuracy among L2 learners, the debate regarding its effectiveness remains open due to differing results. In this respect, individual preferences have been identified as crucial factors that must be comprehensively researched as they could mediate the effect of a WCF treatment. Although this conjecture has attracted researchers’ attention, it remains an underexplored variable as the existent studies have primarily focused on the strategies learners prefer and how these align with teachers’ responses to written texts; however, there is a lack of a more experimental approach to observing this phenomenon. Thus, this quantitative research, with a pre/posttest design, aimed to determine the effectiveness of WCF when the treatment is tailored to learners’ preferences. The sample consisted of 61 Pedagogy in English students from a Chilean university. Students’ preferences for WCF were collected through a questionnaire. Then, the participants were divided into a control group and two experimental groups: direct plus metalinguistic explanation and indirect plus metalinguistic clarification. Each experimental group was composed of students who had selected the feedback strategy they received and those who had not. Results indicate that both experimental groups significantly outperformed the control group, but no statistically significant differences were found between them. Additionally, no significant relationship was found between tailoring the feedback strategies to students’ preferences and the effectiveness of any type of feedback, which is substantial in an educational context since considering student preferences does not always have a positive impact on the learning process. |
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| ISSN: | 1984-6398 |